visit //padlet.com/muirheap/actfl15 introduce yourself. if you’d like, take a selfie to include as...
TRANSCRIPT
Visit http://padlet.com/muirheap/actfl15 Introduce yourself.If you’d like, take a selfie to include as well.
#actfl14 @PabloMuirhead http://losmuirhead.wikispaces.com
Dolly J. Young, [email protected]
Pablo Muirhead, [email protected]
CHALLENGECHALLENGEHow can we design tasks
that will stimulate language and lead to
increased cultural competence?
(native and “other” culture)
“When confronted with the dilemma of how to integrate proficiency and intercultural goals, teachers may have several reactions: …
(1) avoid culture instruction altogether, (2) strip away some of the cultural analysis so that students can engage completely in the target language, or (3) develop dynamic ways of incorporating the critical study of culture that do not take away from language goals. We argue that even for novice language classes it is possible to engage students in critical intercultural study without sacrificing language goals.”
(Johnson & Randolph, 2015)
Take a moment and write down your understanding of
culture.
and now?What do you see?
Place the following aspects of culture either above or below the water
ClothingViews on equalityReligious beliefs Personal distance Works of artRules of politenessRelationship with
natureDegree of eye contact
Time managementMethods of worshipTipping customsGesturesAttitudes towards
sexualityConcept of beautyFood
Content prepared by Wendy W. Allen
POWER
Perspectives
Practices Products
Pablo Muirhead
“Culture is a fluctuating embodiment of a group’s products, practices and
perspectives. Inseparable from language, culture is also impacted
by issues of power as it can be used to marginalize or privilege.”
Muirhead, P. (2009). Rethinking culture: Toward a pedagogy of possibility in world language education. Critical Inquiry in Language Studies, 6(4), 243-268.
“If you lead with culture,
language will follow.”
Recognizing variation in one’s native culture is a useful way of diffusing the propensity toward stereotypes.
“As one’s experience of culture difference becomes more
complex, one’s intercultural competence is enhanced.”
Wendy Allen (2014)
¿Dónde estamos? As a group write a skit in Spanish. The script and physical gestures in your role play should provide hints as to the relationship among speakers and the context (place/location) in which the conversation takes place. Share your skits with the class. The class must guess who is playing what role and indicate the place in which the conversation occurs.
Recognizing variation in one’s native culture is a
useful way of diffusing the
propensity toward stereotypes.
Nice TIP!!!
PRACTICE:Extended conversation at table during and
after a meal
PERSPECTIVES:What
perspectives would you
associate with this practice?
PRODUCTS:What products
would you associate with this practice?
PRACTICE:Use of two last
names
PERSPECTIVES:What cultural
perspectives canwe gain from this?
PRODUCTS:Last names
PRACTICE:What practices would you associate with
“tamales”?
PERSPECTIVES:What
perspectives would you
associate with this practice?
PRODUCTS:Tamales
High-Challenge Content
Low-Challenge Content
Low-ChallengeProcess
High-Challenge Process
Learner Develops Skills Learner Rests
Learner Leaves Learner Acquires Knowledge
The Bennett Model (as cited by Lange, 1999, p. 76)
Balance between content and process is key
LOW-CHALLENGE PROCESS
HIGH-CHALLENGE CONTENT
• Lecture• Films • Groups or pairs• Songs, games, or
TPR• Cloze activities,• Multiple choice• Research projects• Routine activities• Matching or sorting
exercises• Reading
• Politics• Homophobia• Religion• Sexuality• Diversity• Racism• Social class• Justice / fairness /
inequalities• Xenophobia
Content adapted from Wendy W. Allen
HIGH-CHALLENGE PROCESS
LOW-CHALLENGE CONTENT
• Performance on the stage
• Simulations• Role plays• Oral
presentations• Open-ended• Debates• Voicing an
opinion• Essays
• Weather• Leisure activities• Food• Calendar• Numbers• Big C "products“• Courses of study• Travel• Colors• Family
Content prepared by Wendy W. Allen
the 3 the 3 PsPs
PERSPECTIVES
PRODUCTS
PRACTICES
Summary of Proyectos Culturales
Exploracion Cultural
Antes de leer. Select four words from the listbelow that you might use in describing theconcept of “family” in your native culture. As aclass, tally the most cited descriptions by nativeculture. ___ unidos ___ ayuda financiera___ reuniones frecuentes ___ ayuda moral___ celebraciones religiosas ___ familias grandes ___ fiestas familiares ___ familias extendidas___ familias nucleares ___ ayuda médica___ respetar la autoridad ___ inculcar buenos
modalesYoung, D. J., Berne, J., Muirhead, P., & Montoya, C.
(2016). ¡Vívelo! (2nd Ed.). Hoboken, New Jersey: Wiley & Sons.
The 3 Ps
CCUURRRREENNTT
IIDDEEAALL
Activity to practice pronunciation vowels/ diphthongs with sentences providing real information about prominent Hispanics:
-Cristina Saralegui tiene su propio programa en la cadena Univisión.
-Juan García es psicólogo y descubrió la aversión condicionada al sabor.
-Ellen Ochoa es astronauta y voló en el transbordador espacial tres veces.
-Adriana Ocampo es geóloga y estudia el impacto de asteroides en la Tierra.
Examples of how to lace culture into pronunciation practice
Young, D. J., Berne, J., Muirhead, P., & Montoya, C. (2016). ¡Vívelo! (2nd Ed.). Hoboken, New Jersey: Wiley & Sons.
Young, D. J., Berne, J., Muirhead, P., & Montoya, C. (2016). ¡Vívelo! (2nd Ed.). Hoboken, New Jersey: Wiley & Sons.
Example of how to lace culture into an explanation of grammar indirect object
pronouns using prominent Hispanics in the example sentences.
You have learned that the direct object is the person or thing that receives the action of the verb. In the example Juanes escribe muchas canciones, muchas canciones is the direct object because it answers the question“What does Juanes write”? In addition to a direct object, many verbs in Spanish take an indirect object. The indirect object, which is usually a person, expresses to whom or for whom an action is done.
Note the following examples in English and Spanish.
Bill Richardson les da consejos a sus amigos.
Bill Richardson gives advice to his friends.Alejandro Sanz me habla después de su
concierto. Alejandro Sanz speaks to me after his
concert.Julieta Venegas nos explica por qué canta. Julieta Venegas explains to us why she
sings.Juanes le ha escrito una canción a Shakira.
Juanes has written a song for Shakira.
Young, D. J., Berne, J., Muirhead, P., & Montoya, C. (2016). ¡Vívelo! (2nd Ed.). Hoboken, New Jersey: Wiley & Sons.
Young, D. J., Berne, J., Muirhead, P., & Montoya, C. (2016). ¡Vívelo! (2nd Ed.). Hoboken, New Jersey: Wiley & Sons.
La historia de Texas. Con un/una compañera de clase, lean el párrafo a continuación y escojan la palabra correcta según el contexto de la oración.
Stephen F. Austin logró/lograba recibir permiso del gobierno español para ir a Texas con 300 colonialistas anglosajones. Austin fue/iba a Texas porque quiso/quería fundar una colonia en Texas. Sin embargo (however), Austin no pudo/podía fundar la colonia porque México luego ganó/ganaba su independencia de España en 1821.
Young, D. J., Berne, J., Muirhead, P., & Montoya, C. (2016). ¡Vívelo! (2nd Ed.). Hoboken, New Jersey: Wiley & Sons.
We wish you great success in making a more seamless connection between language and culture. Stay in
touch.
DollyPablo
https://losmuirhead.wikispaces.com/